Abstract:
This study investigated digital inclusion for Students with Disabilities in
government-funded universities in Kenya and proposed a framework to
address existing gaps. A qualitative research design was employed, drawing on semi-structured interviews with thirty purposively selected librarians
from six public universities: Kenyatta, Egerton, Maseno, South Eastern
Kenya, the Technical University of Mombasa, and Garissa. NVivo software
supported data management, while thematic analysis guided the identification
of recurrent patterns. Findings indicate that, despite institutional efforts
to promote inclusivity, systemic barriers persist. Policies on disability
inclusion are inconsistently enforced, financial and infrastructural support
remains insufficient, and available assistive technologies are outdated or poorly integrated. Limited provision of alternative content formats,
underutilization of built-in accessibility features, inadequate user training,
and weak feedback mechanisms undermine equitable access to digital library resources. These challenges demonstrate the need for a context-specific
framework that strengthens monitoring and evaluation, enhances staff
capacity, fosters interdepartmental collaboration, and ensures sustainable
policy support. The study contributes to the literature on digital inclusion
by moving beyond accessibility models to propose a framework rooted
in empirical evidence from a resource-constrained context. Theoretically,
it enriches understandings of how digital environments can both enable
and hinder participation. At the policy level, it underscores the urgency
of aligning institutional practices with global accessibility standards,
including the Web Content Accessibility Guidelines and the Marrakesh
Treaty. Practically, it offers librarians and university administrators
actionable strategies for advancing equitable access, positioning
